Question for research

 How recess or playtime contributes for the developmental skills and learning for a child?

Recess can play a major effect in the child's learning. Regardless of the kind of play, children learn best when they are motivated in a learning environment that nurture activities by playing. To answer this question, it is important to find out what kind of play the child is going to be exposed.


How structured or unstructured recess contributes for the developmental skills and learning for a child?

Who and Why disagree?


Some teachers could argue that playtime only happens when a child is playing without any kind structure or games that targets learning. Other teachers would argue that although children are exposed to a certain targeting game, it does not mean that there is some level of structure or adult intervention. Children can still play with a determined game and make up their own rules. 

Defining form

Form, when talking about writing,  can be seen as a standard way or technique, which can mold or shape an essay. It can also mean an example or ways to set up the writing to convey concisely a message.

Forms of Arrangement

Before I can deliberate about forms and techniques of arrangement, and to explain why I attempted to craft “some kind of scheme of superior arrangement” to convey my message, I must point out a quote from Podis: “…not only is an effective arrangement achieved through an understanding of purpose, but so too may purpose itself be better understood through a refinement of arrangement.” I tried to refine the arrangement of Podis’ text to “underscore the main idea”. Podis suggests organization as a coherent and teachable sequence, of some practical principles like chronological, spatial, and logical progressions and patterns, which fluent writers use in arranging their material.

When helping students at the Writing Center, I’ve identified many students demonstrating the same problems with their writing, especially Podis’ second principle of arrangement. They often can’t connect the same ideas or comments about a determined issue in a concise way. As a result, when proofreading, the information is chopped and students become frustrated because they think they can’t convey their point across. I found out that the biggest challenge students face is to find a thesis statement. According to Podis, the first practical principle is function and organization, requiring a consciously crafted scheme of superior arrangements, which the writer must first discover what best highlights the point or thesis of the paper. The second principle is concerned with the idea of grouping items, and the third principle concentrates more on the interrelationship of items or groups of items, establishing a progression of the thesis, if the writer can discover one.

On the other hand, Lindemann suggests arrangement in a shape of discourse through the examination of organizational schemes implicit in heuristics, adopting conventional forms, making and fulfilling promises to readers, block plans, and D'Angelo's paradigms to illustrate that the process of shaping discourse begins with prewriting and continues through rewriting.

Lindemann states that the arrangement of material in prescribed ways, according to  patterns sanctioned by convention and tradition. In these contexts, effective communication depends partly on writing-by-formula; and prescribed patterns of organization, then, serve a useful purpose, especially when time or tradition limits the choices writers have in shaping their work. Though, she focuses primarily on organizing a kind of writing that allows students more time to discover their purpose and message and that permits several options for arranging the material. Including most self-expressive writing and responses to assignments in many composition, creative writing, and journalism classes, the kind of writing students and professionals do whenever the audience considers as organizational patterns acceptable.

But as Lindemann points out, “although we rarely pay attention to how the world around us is organized, form is everywhere” and “students who cling to a model usually do not know they have choices about form, what those choices are, or how to choose wisely”.  To add to her point, Podis states that “there is, no single correct, predetermined organizational scheme for any given essay, but rather a superior or inferior alternative of arrangements, because what works for one paper will not necessarily work well for another. Arrangement is integrally related to the thesis or purpose of an essay and to be more efficient, is necessary to apply the principle of grouping likes with likes.”

By rearranging the message from the text, I used my own technique to help me organize the information, or translate, to a sequence that makes sense for me. Different writers have their own ways to convey a message, find out what they want say, or where they stand on a determined issue. But until writers becomes more experienced, rearranging a message or grouping it by connecting ideas in a concisely way, is challenge that many will face.

Introducing initial Sources

Once I started to ask the correct questions, it was easier to find sources. By using questions from the invention process it helped me to narrow down my research to the information I was looking for. The sources with (PR) means that they were peer-reviewed.

The article “Whatever Happened to Playtime?” by John Evans looks at the changes that have taken place in primary schools, those that are proposed, and the consequences going down the path of turning recess into a formal period of adult organized rule governed games. (PR)

The article “Play Teaches What Testing Can't Touch: HUMANITY” by Carol Chmelynski focuses on the benefits of unstructured play for school children. The removal of recess at school is addressed. Reasons for the lack of recess at school, according to the author, include increased academic standards and the fear of lawsuits over playground safety. The differences between physical education and unstructured play are also discussed. The author argues that unstructured play helps to develop social skills and imagination. (PR)

The news report by PBS “Schools reprioritize playtime to boost concentration and teach social skills” argues that Tight budgets and high-stakes tests can lead schools to cut time for the arts, physical education and even recess to make more room for academics. But taking away exercise may be counterproductive. The NewsHour’s April Brown reports on how nonprofit Playworks helps schools reincorporate play into their day.

The report “As Schools Cut Recess, Kids' Learning Will Suffer, Experts Say” by Stephanie Pappas, provides the example of a student that started to have problems because the recess cut and provides other statistics affecting children since No Child Left Behind Act.

Research Topic

The issue I am researching is about the reduction of playtime in schools. It interests me because play is an important part of a child’s development and if taken away it can impact negatively other subjects like math and writing.  To add, many parents have the false assumption that playtime is unnecessary after kindergarten, but forget that a child learns better, stays healthy, and develops many important skills just by playing. As school districts strive to close the gap in student achievement, there is “no time for play.” But when looking closely, low-income students are most likely to be in the gap and to get little to no playtime. Staseis helped me realize that part of the problem lies in defining playtime and how teachers can help to minimize this issue.    

Using Crowley to Find the Right Questions Issue 2

In my school, During the pick up and release of students, not always, staff members are able to recognize the person that is picking up a child. Although a child may recognize a parent or family member, it does not mean that person is authorized to pick up the child. Some of the questions: Does security and safety issues occur when dismissing students on my school? (conjecture) Does it affect other schools? What forms does security and safety issues take when dismissing students on my school? (definition) Is security and safety issues a bad thing on my school? (quality) Should it be regulated on my school? (Policy). Although is not a issue that I am keen to research deeper into, it is a current issue and some of the questions I've addressed helped me craft a new process for pick up of students. 

Using Crowley to Find the Right Questions Issue1

Studies suggest that 40 percent of schools nationwide have cut recess or playtime reduction. Playtime is very important time for kids develop gross and fine motor skills, stay healthy and socialize with other students. As I read through the text, I got the questions Crowley provided and inserted my issues. After that, other questions started to surface. Those are some of the questions I thought to be important.

Does reduced playtime occur? (conjecture)

Why kids need recess and exercise?

What is playtime?

What is reduced playtime, exactly? (definition)

What is the minimum amount of playtime a child should have per day while in school?

What is the ideal amount a child should get per day?

Is reduced playtime a bad thing? (quality)

Should reduced playtime be regulated? (procedure)

What do children lose when they don’t get enough playtime?

What are some of the physical e psychological effects if reduced playtime?

How writing and math are impacted with reduced playtime?

Where playtime reduction is a major concern?

When and why did playtime reduction start?

Is there any existing policy to enforce playtime?

How teachers can help?

I think it was useful by guiding me to ask the right questions and find out more about my issue.  Also, I am not sure if there are any studies about the amount of play a child should have per day, I guess is not many people are worried about it.

in class reflection

 I am pretty solid on my research topic, I think is very important for children to have playtime, just as much for them to learn about other subjects. There are many points to be considered and it can get a little challenging. Invention can be used in so many areas in which ..... 

in class exercise

1 - Playtime is a very important time for a child. While playing children are exposed to many types of activities that supports the development of fine and gross motor skills. For instance, at the playground children are developing gross motor skills by jumping, running, and etc. gross motor skills are important because….

2- Playtime was reduced or canceled because there is a Gap in achievement.

Playtime is not as important as a subject

It is unnecessary

Children can play by themselves at home if they want to, school is a place for learning.

3 - pic of board

"What I learned about my issue and about invention tonight"

I am thinking that there are many points that I can work with, both that supports my point and debunks it. I think clustering was a good approach to start work in such points. Clustering will help me when deciding to deliberate about an issue, or implementing a new process.

I think all stages in writing theses approaches can be used, and I think clustering is the most effective because it gives a visual map, and makes you wonder about other possibilities and problems.

Creating an Argument

To create a successful argument I must find an issue or a point of disagreement and take a stand instead of trying to prove that someone or a process is wrong. Also, to answer questions such as why, when, where, what and how.

Crowley vs Lindermann - Approaches of Rhetorical Situation

Before I can start there are two points to be noted. First, is the definition of rhetorical situation. According to the OWL, rhetorical situation, refers to any set of circumstances that involving at least one person using some sort of communication to modify the perspective of others. Secondly, despite of innumerous similarities Crowley’s essay goal is to explain rhetoric methods to modern students, while Lindermann is providing rhetorical techniques for teachers so that they can help students to become better writers. Lindermann suggests that writers “must stop generating answers to questions and begin organizing their raw material” while Crowley suggests writers to begin by asking themselves what sort of question they are facing: general or specific, theoretical or practical.

Crowley defines rhetorical as proofs or any statement or statements used to persuade an audience to accept a proposition and explains that a rhetorical situation is made up of several elements: the issue for discussion, the audience for the discussion and their relationship to the issue, as well as the writer reputation and relation to the issue. Crowley also defines Invention as, “the division of rhetoric that investigates the possible means by which proofs can be discovered, it supplies speakers and writers with sets of instructions that help them to find and compose proofs appropriate for any rhetorical situation.”

However, Lindemann explains that “Rhetorical situations triggers perceptual and conceptual processes, permitting writers to recall experiences, break through stereotyped thinking, examine relationships between ideas, assess the expectations of their audience, find an implicit order in their subject matter, and discover how they feel about the work.” Lindermann defines Invention as prewriting, which “refers to a variety of strategies writers use to generate and organize their material.” To make it clear, she is explains that some teachers prefer the term invention, borrowed from classical rhetoric, because prewriting can imply "what the writer does before writing,"

Moreover, Lindermann suggests that students “must evaluate what prewriting has yielded, identify hierarchies and classes, assign importance to some ideas and abandon others, and tentatively arrange whatever materials belong in a draft” and Crowley suggests that once a decision is made upon the level of abstraction and the ground of the debate, writers must formulate question in terms of each of the four staseis: conjecture, definition, quality, and procedure.

As a conclusion, I wont reinstate my thesis or go back to the main points, instead I will provide you with this insight: both authors have in mind the approach to the rhetorical ideals, and despite that are differences on their definitions and suggestions, combined they are a powerful resource for writers. 

RESEARCH PROJECT : Why Playtime Should Matter and How Teachers Can Integrate Playtime to Support Development of Writing Skills

With reading and writing scores low, school districts are focusing on more studying time on those subjects to close the Gap. As a result, playtime is often disregarded once a student is promoted from kindergarten to first grade. But, while playing, children intrinsically expose themselves in many activities that supports and develops both reading and writing skills.

My interest is to find ways I can incorporate playtime in my classroom, regardless of what grade students are, and to adopt ways that children can find motivation for schoolwork. With my research I might learn some of the techniques I can use, and some of the approaches that previously worked. Also, what are some activities designed specifically to build on writing and reading skills. 

Since this is a composing class, this issue is directly related to find ways in which writing skills can be developed more efficiently at early grades and to inform future teachers on how to integrate specific activities that targets the development of writing.

Invention and Discovery

Invention is to create something new, which does not exist. On the other hand, discovery is to find out something that was invented or created, but is unknown to the self or others. I believe that invention can be seen as the first stage of writing because one must create or compose a new set of words to convey a message, a point of view, and so on. Invention should matter for writing, because such set of letters and sentences was never written before, otherwise it would be plagiarism. With invention, new ideas and theories arise, playing a fundamental role on breaking through paradigms, enlighten readers, and evolve the human race.

End of class

I really think that both texts were very helpful. I want to hold on to the techniques of deep reading, so that I can do it more efficiently. Also, To look more attentively to how other pieces of work are constructed, so I can use them as an example for my own writing techniques.

The approach I need to work the most...

From Bean's eleven reasons, I believe that I have to work on number four: Adjust reading strategies for different purposes. As a foreign I am a natural deep reader and I am rarely able to only scheme a text for facts. When I attempt to do it, I am not always able to identify or make sure that I gather all facts unless I have contextual support. Speeding throughout a passage of the text will make me feel lost, and often it makes me to go back and reread to make sense.

Powerful Reading Deep Reading

Powerful reading = deep reading. Why? To understand my point, one must understand my definition of deep reading and powerful reading. When someone reads deeply into a text, they are not only going further away from being a surface reader, but being analytical and argumentative about how a author chose to convey a message, a point of view or a story. Consequently, when reading deeply into a text, the reader starts to read as a writer, as Bunn explained in his article. Powerful reading happens when the reader gets a complete understand of the message the author is trying to convey and is able to reply and interact with the author. I believe that deep reading can be useful with all kinds of texts...



to be continued

Read Better to Write Better -

It has been over two years since I started working in the Writing Center Lab at the Milwaukee Area Technical College. Throughout a single semester I usually assist over 300 students to either proofread or “jump start” their college papers. As I observed, many students become frustrated with the amount of reading they have to do and they easily lose focus on the message the author is trying to convey. Another common problem students demonstrate is that after reading an assigned text, they are not always able to concisely analyze or properly interact with the text. As a result, the amount of writing and reading required at the college level is one of the biggest contributing factors for student dropout rates. John Bean in Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom and Mike Bunn in “How to Read Like a Writer”, list several reasons why such difficulties arise and provide suggestions on how to become a better writer and reader. Although both authors emphasize how to become a better reader, Bean focuses on understanding of textual meaning, while the Bunn focuses in analyzing the structure a writer uses to convey a message.

According to Bean, students have learned to read in the sense of achieving basic literacy and demonstrates several difficulties when reading. He supports his claims with words of a sociology professor collaborating with a reading theorist (Roberts and Roberts, 2008), that students need to become "deep readers," who focus on meaning, as opposed to "surface readers," who focus on facts and information. Throughout the article, Bean identifies eleven contributing causes of students' reading difficulties: A school culture that rewards surface reading, students' resistance to the time-on-task required for deep reading, teachers' willingness to lecture over reading material, failure to adjust reading strategies for different purposes, difficulty in adjusting reading strategies to different genres, difficulty in perceiving the structure of an argument as they read, difficulty in reconstructing the text’s original rhetorical context, difficulty seeing themselves in conversation with the author, difficulty in assimilating the unfamiliar, lack of the cultural literacy assumed by the author, and difficulties with vocabulary and syntax.

Moreover, Bean points out a few practices that don’t promote efficiency in reading ability. For instance, using quizzes to motivate reading, as “quizzes tend to promote surface rather than deep reading”; wrongly lecturing over readings hoping to close the gap of reading deficiency; and not allowing students to be responsible for texts not covered in class. Some of Bean’s main approach to help students read includes: “empower students by helping them see why the texts are difficult, explain to students how our own reading process varies, help students get the dictionary habit, teach students "what it says" and "what it does", show students note-taking and responding process, awaken students' curiosity about upcoming readings , show students the importance of knowing cultural codes, help students see that all texts are trying to change their view and reflect the author’s frame of reference, create "Reading Guides", and Teach Students to Play the "Believing and Doubting Game."

On the other hand, by reading like a writer, Bunn suggests writers identify some of the choices the author make to better understand how such choices might arise when writing. For instance, to carefully examine the reading and look at writerly techniques in the text in order to adopt similar (or the same) techniques when writing, attempt to understand how the piece was put together by the author and what can be learned about writing by reading a particular text, and to consider what techniques could have made the text better.

Finally, both authors emphasizes how to become a better reader and consequently a better writer. Bean focuses on understanding of textual meaning, while Bunn focuses on analyzing the structure a writer uses to convey a message. Bean points out that students have learned to read in the sense of achieving basic literacy, demonstrates several difficulties when reading, and argue a few practices that don’t promote efficiency in reading ability; while Bunn suggests writers read deeply to identify some of the choices the author made to better understand how such choices might arise when writing. I’ve always thought that quizzes are not a good measurement of knowledge and comprehension, but it is new to me that teaching about the readings is not as effective as making a student being responsible for a material not covered in class. Since there is complexity in both writing and reading, and there is no textual comprehension without a complete understanding of definitions, I will explain to students how the reading process varies from author to author, and get them to use the dictionary in line with contextual clues often. I also plan to incorporate most of the approaches from both authors as a reader, a writer, and a teacher and maybe with that, I can start to inspire better readers and successful writers.